Languaging in Translation Tasks Used in a University Setting: Particular Potential for Student Agency?
Källkvist, Marie LU
(2013)
In Modern Language Journal
97(1).
p.217-238
- Abstract
- This paper explores the value of judiciously used L1-to-L2 translation in meaning-focused, advanced-level academic language (L2) education. It examines the teacher-led discourse (TLD) arising when translation tasks were used and compares it to the TLD engendered when four other grammar-focused tasks were used with three different groups of students within a functioning university course in English at a Swedish university. Quantitative and qualitative analyses of audio-recorded lessons revealed that, when translation was used, (i) there were particularly high levels of student-initiated referential questions that break the initiation-response-feedback (IRF) pattern, whereas (ii) there was a less-frequent focus on targeted L2 grammar as... (More)
- This paper explores the value of judiciously used L1-to-L2 translation in meaning-focused, advanced-level academic language (L2) education. It examines the teacher-led discourse (TLD) arising when translation tasks were used and compares it to the TLD engendered when four other grammar-focused tasks were used with three different groups of students within a functioning university course in English at a Swedish university. Quantitative and qualitative analyses of audio-recorded lessons revealed that, when translation was used, (i) there were particularly high levels of student-initiated referential questions that break the initiation-response-feedback (IRF) pattern, whereas (ii) there was a less-frequent focus on targeted L2 grammar as student attention tended to be drawn to vocabulary. Qualitative analysis of teacher scaffolding suggests that the teacher used translation to create a forum for student-centered discussion of various aspects of English language use in order to meet one of the course goals. The relatively strong presence of student-initiated interaction suggests that translation may have particular potential to engender student involvement and attention. It is argued that translation therefore may have an important yet limited place in academic-level language education where knowledge of the L1 is shared. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2175438
- author
- Källkvist, Marie
LU
- organization
- publishing date
- 2013
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- translation, translation tasks, languaging, student agency, classroom interaction
- categories
- Higher Education
- in
- Modern Language Journal
- volume
- 97
- issue
- 1
- pages
- 217 - 238
- publisher
- Wiley-Blackwell
- external identifiers
-
- wos:000315622700010
- scopus:84874197155
- ISSN
- 1540-4781
- DOI
- 10.1111/j.1540-4781.2013.01430.x
- language
- English
- LU publication?
- yes
- id
- 52f7b6cc-ac6e-4142-b561-4a62cd524cec (old id 2175438)
- date added to LUP
- 2016-04-01 10:16:11
- date last changed
- 2022-03-27 06:42:06
@article{52f7b6cc-ac6e-4142-b561-4a62cd524cec,
abstract = {{This paper explores the value of judiciously used L1-to-L2 translation in meaning-focused, advanced-level academic language (L2) education. It examines the teacher-led discourse (TLD) arising when translation tasks were used and compares it to the TLD engendered when four other grammar-focused tasks were used with three different groups of students within a functioning university course in English at a Swedish university. Quantitative and qualitative analyses of audio-recorded lessons revealed that, when translation was used, (i) there were particularly high levels of student-initiated referential questions that break the initiation-response-feedback (IRF) pattern, whereas (ii) there was a less-frequent focus on targeted L2 grammar as student attention tended to be drawn to vocabulary. Qualitative analysis of teacher scaffolding suggests that the teacher used translation to create a forum for student-centered discussion of various aspects of English language use in order to meet one of the course goals. The relatively strong presence of student-initiated interaction suggests that translation may have particular potential to engender student involvement and attention. It is argued that translation therefore may have an important yet limited place in academic-level language education where knowledge of the L1 is shared.}},
author = {{Källkvist, Marie}},
issn = {{1540-4781}},
keywords = {{translation; translation tasks; languaging; student agency; classroom interaction}},
language = {{eng}},
number = {{1}},
pages = {{217--238}},
publisher = {{Wiley-Blackwell}},
series = {{Modern Language Journal}},
title = {{Languaging in Translation Tasks Used in a University Setting: Particular Potential for Student Agency?}},
url = {{http://dx.doi.org/10.1111/j.1540-4781.2013.01430.x}},
doi = {{10.1111/j.1540-4781.2013.01430.x}},
volume = {{97}},
year = {{2013}},
}